Citation

McKinnon J. Community Pract. 2007; 80(6): 20-24.

Affiliation

University of Lincoln.

Copyright

(Copyright © 2007, Community Practitioners and Health Visitors Association)

DOI

unavailable

PMID

17585642

Abstract

This paper describes the development of a tool designed for the evaluation of teaching practice for degree-level child protection education. Results from a study utilising the tool are also presented. A cohort of 14 undergraduate public health nursing students completed a questionnaire before and after engaging with a series of learning sessions. Qualitative and comparative analysis of the paired questionnaires showed a positive impact on value systems in relation to child-centred approaches and the way in which child protection practice was envisaged. Life roles potentially influential to student thinking processes were isolated and current adult learning theory confirmed. In addition, the data exposed the adoption of a more critically-reflective approach to practice.

Language: en